我们必须谈论一些事情:为什么不谈课程呢? 一本关于将语言干预纳入课程内容的指南
Amanda J Owen Van Horne1, Maura Curran2, Samantha Weatherford1
1Department of Communication Sciences and Disorders, University of Delaware, Newark.
这项研究介绍了一种五步模式,将语言干预与学前科学课程相结合,用于发育性语言障碍儿童. 该模型旨在通过将治疗与教育内容相结合来提高学业成功和语言技能.
科学领域:
- 语音语言病理学 语言病理学
- 发展心理学 发展心理学
- 教育科学教育科学教育科学
背景情况:
- 患有发育性语言障碍 (DLD) 的儿童在学业成绩和语言学习方面经常面临挑战.
- 有效的语言干预对于支持这些孩子的教育和沟通发展至关重要.
研究的目的:
- 介绍一个实用的,五步模式,以整合语言干预与学前科学课程.
- 为了说明语音语言病理学家和教育工作者如何将干预目标与DLD儿童的课程目标相协调.
主要方法:
- 开发了一个五步模式,重点是课程理解,干预调整,治疗选择,实施和验证.
- 该模型被应用到下一代科学标准和语法/词汇干预措施,为学龄前儿童与DLD.
主要成果:
- 该模型为专业人士提供了一个结构化的方法,在科学教学中嵌入语言干预.
- 成功的整合可以提高DLD儿童的语言技能和学术学习.
结论:
- 虽然时间限制是一个障碍,但将语言干预与课程整合在一起的长期好处超过了挑战.
- 该模型为改善DLD学龄前儿童的语言和学术成果提供了一个框架.
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